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A study investigated the roles of general ability and specific abilities as predictors of several job performance criteria for Air Force enlistees in eight jobs. Subjects were 1,545 Air Force enlistees entering from 1984 through 1988 who had tested with the Armed Services Vocational Aptitude Battery (ASVAB) parallel forms 11, 12, or 13. Subjects had completed both basic military training and technical training and were for the most part working in their first term of enlistment. They were mostly white, male, 17 to 23 years old, high school or better graduates, with an average job tenure of about 28 months. General cognitive ability and specific abilities (the interaction of general ability and experience) were defined by scores on the first and subsequent principal components of the enlistment and selection and classification test, the ASVAB. Multiple regression analyses conducted in correlation matrices corrected for range restriction revealed that general ability was the best predictor of all criterion measures and that specific abilities added a statistically significant but practically small amount to predictive efficiency. For classification of large numbers of applications into large numbers of jobs, the incremental prediction due to specific abilities could be useful. (Contains 47 references.) (YLB)

This paper proposes a conceptual framework based on different levels of analysis using the metaphor of the layers of an onion to help organize and structure thinking on research issues concerning training. It discusses the core of the "analytic onion," the biological level, and seven levels of analysis that surround that core: the individual, the group, and the organizational, community, societal, world, and space systems. Interactions between the levels are also considered. Disciplinary perspectives from biology, psychology, social psychology, political science, and sociology are presented; all are viewed as having contributions to make to the examination of training issues when the focus is on the appropriate level of analysis. The paper argues that using a single disciplinary perspective may result in missing many alternative training solutions to operational problems or solutions to training and operational problems that do not appear at first glance to be related to training or operations. Research issues and/or research questions are identified at each level of analysis. Contains 43 references. (YLB)

This paper posits a taxonomy for categorizing issues that arise in the evaluation of Intelligent Tutoring Systems (ITSs). The taxonomy has three dimensions: Life Cycle of Evaluation, Research Issues, and Methodological Issues. The Life Cycle dimension has four levels: pre-experimental, laboratory study, field study, and initial operational test and evaluation. The three levels of the Research Issues dimension--functionality, effectiveness, and cost--are subsequently further divided into several sublevels. The Methodological Issues dimension is discussed in the context of each of the Research Issues levels. A recommendation from this work is that ITS evaluation studies should adopt multi-dimensional, multi-method designs. (Author)

This historical study traces the development of an undergraduate program at Lowry Technical Training Center (LTTC) situated in the Lowry Air Force Base, Colorado, to train Air Force officers and enlisted personnel for the space operations career field. The report begins in the 1950s when Air Force Systems Command examined the concept of a manned vehicle for military missions in space. In 1972, LTTC began a small training effort in space operations careers. In 1982, the Air Force Space Command was formed due to increased dependence on space systems for communications and national security. The Air Force subsequently introduced undergraduate space training at LTTC as part of an integrated approach in a program which involved general instruction with simulators by Air Training Command, specific systems training by the Air Force Space Command, and on-the-job training at the unit level. Efforts at revising the undergraduate space training curriculum are described, along with plans for the future. The report also includes reference notes accompanying each chapter, a chronology of important events in the program's development, a glossary, and a list of space operations organizations at Lowry AFB. (JDD)

A guide to an extensive range of education programs offered by the Department of Defense is presented. K-12 school systems overseas and in the United States make it possible for children to attend school around the world. Voluntary Education programs generate nearly 700,000 undergraduate and graduate-level college enrollments by military services members taking courses on their own time. Through an extensive network of institutions, classroom education is delivered to more than 475 installations around the world. The Defense Activity for Non-Traditional Education Support (DANTES) program allows members to earn college credits for college-level learning that takes place outside the classroom. High school completion programs, functional/basic skills, English as a second language, and vocational/professional certification examinations are provided. The Reserve Officers' Training Corps (ROTC) program of Army, Navy, and Air Force units at over 500 public and private colleges and universities produces a majority of the commissioned officers for the military services. The Military Service Academies offer 4-year college programs leading to a Bachelor of Science degree. The Professional Development Education program includes study at civilian and military institutions for senior enlisted members and officers encompassing broad professional goals in such areas as military science, engineering, health sciences, and management. (CML)

The objective of the project was to investigate the utility of using an A/F37A-T4G T-37 flight simulator within the context of Air Force undergraduate pilot training. Twenty-one subjects, selected from three undergraduate pilot training classes, were given contact flight training in a TP4G/EPT simulator before going to T-37 aircraft for further training. Fourteen of these subjects were also given instrument training in the T-4G/EPT before completing such training in the aircraft. The remaining seven subjects received instrument training in the UPT T-4 instrument and procedures trainer. A specially designed syllabus was used which incorporated batch training, proficiency advancement, and other revised instructional strategies. Check pilot scores for each of the instructional phases were used in comparing performances of the experimental subjects with those of the conventionally trained students. Results indicate devices having the capabilities of the T-4G could be used to achieve an average saving per student of three aircraft hours in contact flight training and ten hours in instrument training. Results also indicate a savings of eight aircraft hours could be achieved in instrument training by using the specially devised syllabus of instruction with existing T-4 instrument trainers. (Author)

Research was conducted to determine the effect of changing occupational specialties on the performance of Air Force retrained enlistees attending basic technical schools. The academic performance and attrition rates of approximately 20,000 retrainees and 230,000 nonprior-service enlistees (nonretrainees) attending 272 schools were compared. Multiple linear regression analyses of data from historical personnel records examined the relationship among school performance criteria, retraining status, and aptitude as well as the amount of military service, career status, and background experience acquired prior to retraining. Results indicated the performance of retrainees was comparable or superior to nonretrainees with equivalent aptitudes. Among retrainees, performance generally increased as more time was spent in military service before changing specialties. Retrainees who were career airmen with more than three years of service tended to do better than noncareer airmen in training. Experience in a specialty with the same aptitude index (mechanical, administrative, general, or electronics) as the retraining specialty typically facilitated performance. A characteristic increasing relationship between aptitude and success in technical training was found. (Technical specifications and data tables are appended.) (YLB)

An analytical framework is described through which voluntary attrition can be predicted. The approach incorporates Marshallian Utility Theory and a Maximum Likelihood Estimation procedure to evaluate a specific individual's propensity to attrit. The approach was tested twice at the United States Air Force Academy where it was able to correctly predict over a third of the voluntary losses a priori on a by-name basis. These results indicate that the approach has practical usefulness as an operational tool. (Author/RC)

A video performance monitoring system was developed by the URS/Matrix Company, under contract to the USAF Human Resources Laboratory and was evaluated experimentally in three technical training settings. Using input from 1 to 8 video cameras, the system provided a flexible combination of signal processing, direct monitor, recording and replay options including fast, slow, and stopped motion. The system design was based on hypothesized benefits or manpower savings in technical training, achieved by the remote and/or recorded monitoring of trainee performance, and the standardization of measurement criteria using recorded performance samples. The system was demonstrated in jet aircraft mechanic performance testing, in the screening of candidates for power lineman training, and in the evaluation of instructor trainees. The system was found to be feasible in many training environments and for most training tasks. (Author/PF)

The interest of college-bound high school seniors in applying for college-based military officer training programs was assessed. Comparisons were made between surveys conducted in 1972 and 1973. It was found that the Air Force and the Navy ROTC scholarship programs were the most popular with the youth surveyed. Higher likelihood of applying was found among youths from low income families. Travel, adventure and the opportunity for technical and professional training were strong motivators in applying for officer training programs. Prominent among the specific reasons for affiliating with military programs were: being able to attend the college of one's choice; getting tuition paid; and the term of obligated service. There was very little awareness of officer compensation and the service sponsorship of the various programs offered. (Author)

This study explored the utility, from a psychometric and cost effectiveness standpoint, of a computerized adaptive measurement system in an Air Force technical training environment. The phase 1 effort was designed to take the study to the point of producing an operational system ready to actually test technical training students adaptively. A literature review indicated that two testing techniques showed considerable promise: flexilevel testing and hierarchical testing; two courses were selected to implement these procedures. One preliminary conclusion was that adaptive testing appears to offer the potential for time savings of up to 50%. Furthermore, it was found that a very flexible computer system to drive the adaptive testing strategies could be relatively easily developed. (WH)

This report describes the technical aspects and potential applications of a computer-based model simulating the flow of airmen through basic training and entry-level technical training. The objective of the simulation is to assess the impacts of alternative recruit classification and training policies under a wide variety of assumptions regarding such parameters as course prerequisites, attrition and setback rates, class schedules and quotas, and a number of individual airman attributes. The model's results include determinations of maximum percent fills of quotas, sizes of waiting lines for courses, student-instructor ratios, and setback and attrition rates. The report also gives an extensive description of input control cards and files necessary to run the simulation. (WDR)

Self-paced programed and audiovisual (AV) instructional materials covering portions of the Air Force course, Precision Measuring Equipment (PME) Specialist, were developed, administered, and evaluated as means of assessing the feasibility of individualizing the PME course as part of the Air Force's Advanced Instructional System (AIS). The materials for a 90-hour block of instruction, entitled Waveform Analysis, included printed and AV material and covered complex cognitive and performance skills. The mean written test score for the block was 80 percent (passing was 70 percent), but this was achieved with an average 31 percent reduction in training time. Trainees indicated a positive attitude toward the course. Similar results were obtained in trials with smaller blocks of time. The reduction in training time coupled with trainee achievement supports the feasibility of individualizing the PME course. The projected cost savings in excess of $40,000 a year argue strongly for the cost effectiveness of individualizing the entire PME course and other similar technical training courses. (Author/WH)

The consulting report indicates the extent of career motivation among current enrollees in selected off-campus military officer training programs in 1973. The programs studied are the Navy Reserve Officers Candidate (ROC) program, Aviation Reserve Officers Candidate (AVROC) program, and the Marine Corps Platoon Leaders Class (PLC) program. The third in a series, the report presents the results of a comprehensive 1973 Department of Defense survey of enrollment (applicant) potential for college-based military officer training programs. Analysis of the data indicated that most enrollees intended to stay in their programs, and that 30 to 40 percent intended to pursue a military career, while about 50 percent were undecided. Knowledge of financial benefits did not influence career intentions. An appendix offers: a detailed sample size information sheet for off-campus program enrollees, comparability of 1972 and 1973 samples, the 1973 questionnaire, and approximate tests of statistical significance. (MW)

To determine the impact of the volunteer force on officer accessions, a total of 3,931 trainees entering the school of Military Sciences, officer training program during 1972-73 were surveyed and categorized into groups based on draft vulnerability and expressed attitude toward voluntary military service, prior service experience, rated/nonrated status, and entry before and after November 1971. Results indicate that nonprior service officer trainees are motivated to some extent by draft pressure. In general, prior service personnel and minority groups express a more favorable attitude toward voluntary military service. An increase in positive attitude is also perceptible after the military pay increase became effective. Comparisons on other demographic, aptitudinal, and attitudinal variables revealed significant differences between self- and draft-motivated trainees and between prior and nonprior service personnel. (Included are a 16-item bibliography, tables, and an appendix.) (Author/BP)

The development of effectiveness criteria for AFROTC detachments, and relationships between the criteria and various environmental and program characteristics are described. The objective of the study is the development of a method for estimating student enrollments and total operating costs at perspective host-site institutions by using institutional measures which can be easily updated. Standard multiple regression techniques are used in the analysis. The predictors were chosen for their high validity and their easy access in an operational setting. Utilizing the equations and procedures set forth in the report, cost and enrollment figures can be derived for potential AFROTC host sites. (Author/JMF)

Research into the career intentions of Army, Navy and Air Force ROTC cadets showed that a majority were willing to stay and continue into the advanced program, even without financial aid. The proportion for Army enrollees was much lower than for Navy or Air Force enrollees. Almost half of all advanced cadets were undecided about staying on active duty for more than one tour of duty, with Army enrollees the least likely and Air Force enrollees the most likely to remain. "Military career opportunities" and the chance for "travel, adventure, and new experiences" were the most commonly cited reasons for entering ROTC. Navy cadets also indorsed the "opportunity for further academic education." A majority of Army and Air Force scholarship holders, and less than half the Navy scholarship enrollees, indicated they would have entered ROTC without a scholarship. Over 60% in all services indicated they would have entered ROTC without a subsistance allowance, but the 1972 and 1973 surveys showed an increase in the proportion of respondents who would not have joined the program without the allowance. Data are tabulated throughout the text and in an appendix, which also contains survey instruments. (Author/MDW)

An integrated learning strategy program emphasizing a connection technique employing questions and answers was developed and tested. Components were derived from a review of educational and psychological literature and from an analysis of responses to a learning-strategy inventory. Visual imagery and paraphrasing connection also were evaluated. The program improved long-term retention of factual material as demonstrated in a controlled experiment. The complete program is presented here, along with a brief review of the program's evaluation. (Author/SK)

Common in briefing presentations and in individualized instruction is the use of slides that present materials prepared on a typewriter (questions, instructions, outlines). To increase the efficiency and effectiveness of producing these kind of slides a procedure was developed to facilitate: (1) formatting copy to be used for slides; (2) using ortho, diazo, and high contrast materials; (3) making double exposures; (4) producing positive slides; and (5) captioning photos for use in instructional sequences. (EMH)

This document describes (1) the development of effectiveness criteria for Air Force Reserve Officer Training Corps (AFROTC), and (2) relationships between the criteria and various environmental and program characteristics. Normative data are presented for selected criteria (enrollment, production, and unit costs) for each school year between1966 and 1974. Multiple regression techniques were used to determine the extent to which criterion performance was attributable to characteristics of the host college and characteristics of the program. Predictive stability was examined across both institutions and time. Implications of the findings for evaluation of both current detachments and potential host sites are also discussed. (Author/KE)

Since the accuracy and validity of occupational data may vary according to the rating scale format employed, the first phase of the research described in the report employed hypothetical job descriptions from which accurate criterion data could be generated. The second phase of the research required developing an occupational survey instrument specifically designed for Air Force basic trainees. Criterion comparison (CRICOM) or error values were used with an analysis of variance design to determine the relative validities for subjective time rating scales. It was found that five-point relative scales were inferior to the other scales tested and that job incumbents could use scales of greater complexity than had previously been indicated in the literature. Results of the investigation indicate that a nine-point relative time spent scale yield the most accurate job description data from job incumbents using the Air Force developed occupational analysis methodology. Four appendixes covering 35 pages provide hypothetical job descriptions, time spent scales, and basic trainee job-task inventory. (Author/JR)

The Advanced Simulator for Undergraduate Pilot Training (ASUPT) was designed to investigate the role of simulation in the future Undergraduate Pilot Training (UPT) program. The problem addressed in this report was one of integrating two unlike components into one synchronized system. These two components were the Basic T-37 Simulators and their various subcomponents developed by Singer under another contract, and the Computer Image Generator (CIG), developed by General Electric. This integration included not only the physical mating of the CIG system with the basic simulator computer, instructor-operator stations, visual displays, and cockpits, but also the computer software integration to make the visual scene correlate with the flight instruments and the real world. The selected approach to integrating the CIG system was one of planned organization. An Interface Control Document (ICD) was drafted early in the program which identified the hardware and the software interface between the two systems. The authors concluded that the success of this effort was in the organization and maintenance of the ICD and the advance planning for the integration of the computer systems. (Author/HB)

The Advanced Simulator for Undergraduate Pilot Training (ASUPT) was designed to investigate the role of simulation in the future Undergraduate Pilot Training (UPT) program. The Automated Instructional System designed for the ASUPT simulator was described in this report. The development of the Automated Instructional System for ASUPT was based upon the research requirements for: (1) malfunction insertion, (2) variation of task difficulty, (3) performance feedback, (4) demonstration and replay, (5) data recording, (6) instructor feedback, and (7) maneuver sequencing. The system provided the instructor with the information necessary to exert simulator control and a variety of hardware and software instructional capability; as such, the system presented one of the most important elements of ASUPT. (Author/HB)

The design, development, test, and evaluation of an electronic hardware device interfacing a commercially available slide projector with a plasma panel computer terminal is reported. The interface device allows an instructional computer program to select slides for viewing based upon the lesson student situation parameters of the instructional strategy employed. Photographs and schematic drawings illustrate the interface circuitry. Appendixes cover the board layout, PROM pattern, parts list, wiring, and box connections. (Author/DS)

The study was designed to identify and define the factors which contribute to undergraduate navigator training (UNT) attrition and to present recommendations to reduce the effects of those factors. Longitudinal data were collected from six UNT classes and augmented with cross-sectional data from a sample of 15 UNT classes. The student data are composed of the results of interviews, a test battery, and record information. In addition, a sample of instructors was interviewed and tested. Data analysis provided evidence to support recommendations in the areas of selection, course modification, and Air Force policy. The document concludes with six appendixes: attitude scales, anxiety-state scale (short form), interview formats, instructor rating forms, phase difficulty rating forms, and summaries of various statistics. (BP)

The report's brief introduction describes the application of T-4G methodology to the T-37 instrument phase of undergraduate pilot training. The methodology is characterized by instruction in trainers, proficiency advancement, a highly structured syllabus, the training manager concept, early exposure to instrument training, and hands-on training. The introduction also describes the results of a test of the methodology, in which one particular flight training class required an average of 42 percent fewer flying hours (8.8 aircraft hours) than are included in the regular T-37 instrument syllabus. The bulk of the report consists of an appendix whose first part consists of discussions of problems associated with the T-4G Methodology T-37 Syllabus, instructor pilot reactions to the syllabus, results of the application of the syllabus, grade adjustment information for the test population, and recommendations. The bulk of the appendix (60 pages) consists of the syllabus which includes special instructions, task objectives, and performance criteria for the following areas of T-37 flight training: flying training; contact training; instrument trainer training (including basic instruction, basic maneuvers, radio navigation, radar, and mission profile); instrument flight training; navigation training; and formation training. An additional appendix presents a flow chart of the regular against the test syllabi. (JR)

An evaluation of the usability, effectiveness, and acceptance in a job environment was performed on a general purpose simulator using a simulation of a radar system. General purpose simulators permit sharing of a programable capacity among simulations, thus providing economical hands-on training and training not usually economically available by other means. Training and exercises in malfunction isolation were given Air National Guard personnel. Data obtained using questionnaires, a performance test, and interviews indicated that the simulation was usable, effective, and acceptable. Detailed information concerning: (1) the experience of the personnel receiving training, (2) learning and learning potential, (3) an evaluation of training potential by qualified personnel, and (4) attitudes and acceptance by field personnel was obtained and is reported. The goals of the training program were achieved to a satisfactory level. Actual performance scores also indicated training goal achievement. The pre- and posttest questionnaires are appended. (Author/BP)

A series of inspections for cassette recorders that can be performed to assure that the devices are acceptable is described. The inspections can be completed in 20 minutes and can be performed by instructional personnel. The series of inspection procedures includes tests of the intelligibility of audio, physical condition, tape speed, impulse reliability, response range, and torque delivered to the tape. It is suggested that acceptance testing could both avoid disruption of instruction and save money by obtaining repair or replacement under the warranty on the device. (Author/DGC)

Research was conducted to improve applicant selection procedures in the Air Force Reserve Officers' Training Corps (AFROTC) scholarship program. The objectives were to document predictive relationships, if any, between student aptitude measures, academic major, institutional selectivity, and eventual completion of the scholarship program. The analysis included records of student performance for all AFROTC participants during FY 71 through FY 75 (N = 23,000). Results indicated that success in the program could be forecast with prior knowledge of: (a) applicant scores on the Air Force Officer Qualifying Test (AFOQT)-OQ composite and (b) the intended academic major (science and engineering versus other). A significant degree of predictive accuracy was achieved for each of the 4-year, 3-year, and 2-year programs. The effects of additional information based on the AFOQT (Pilot and Navigator composites) and institutional selectivity was found to be non-essential for predicting ROTC training outcomes although the usefulness of the rated training composites was again documented for undergraduate pilot and navigator training. Specifications were discussed to developing a dual selection system appropriate for both pre- and post-entry training programs. The implementation of such a system could result in considerable savings given the high costs of attrition typically associated with these programs. (Author)

A study was conducted to investigate the validity of the Armed Services Vocational Aptitude Battery (ASVAB) and of educational data for Air Force technical training, to investigate the unique contribution of both educational data and test data in predicting Air Force technical training success, and to assess homogeneity of prediction equations for sub-groups defined by race and sex. Data were collected by using ASVAB-Form 3 for all Air Force nonprior service enlisted accessions from September 1973 through October 1975. The analyses included 43 clusters of enlisted training courses (for example, intelligence, audiovisual, and weather). Both test data and educational background data proved useful for prediction of Air Force technical training performance; moreover, when used in combination with each other, more accurate predictions were possible than through the use of either alone. Generally, test data alone provided more accurate predictions than did educational background alone. In many instances, separate race or sex group prediction equations were not homogeneous (i.e., the sub-group equations differed from each other enough that added accuracy in prediction could be achieved by using a separate equation for each sub-group). Predictions based on educational information were more susceptible to race bias than those based on test data. (Tables of data appear throughout the report.) (LMS)

This paper presents a model for an integrated system used for job-aiding, training, and performance assessment for persons who maintain systems of various types. The model is driven by updatable job aids, by integrated human-machine heuristics, and by an expanding matrix of maintenance activities. The model uses the job-aiding base, updated by computer networks and retrieval systems. In the model, this job-aiding system is part of an expert system. All inputs and outputs are envisioned to be in natural, human languages presented in a user-friendly series of displays and menus. The model also provides for training and performance assessment. To create training modules, the computer subsystem implements the appropriate job aid by presenting it in a training frame. To create a performance assessment battery, the computer subsystem presents the job aid after filtering it through a linguistic transformation that turns it into a case study or, if appropriate, a series of questions. The paper includes 52 references. (Author/KC)

This report refines and improves upon a conceptual model and a mathematical procedure, based upon a blend of Likelihood Function Estimation (LIFE) and utility theory. Empirical studies conducted by the Air Force Military Personnel Center in 1975 and 1976 have shown that the LIFE procedure can be very useful in the prediction and study of dichotomous behavior, e.g., predicting attrition/success of a trainee in an Air Force Training program. The technique has been previously used to study attrition from the United States Air Force Academy and Basic Military training. By generalizing the LIFE technique it can be applied to the situation of studying and predicting any dichotomous dependent variable. Currently, the Air Force Human Resources Laboratory is continuing studies of the procedure to compare its usefulness to other mathematical methods. (Author)

A study was conducted by the Air Force to determine the extent to which takeoff/landing skills learned in a simulator equipped with a night visual system would transfer to daytime performance in the aircraft. A transfer-of-training design was used to assess the differential effectiveness of simulator training with a day versus a night computer-generated image (CGI) visual display. Twenty-four novice student pilots were divided into three groups: day, night, and control. The day and night groups received three training missions in the Advanced Simulator for Pilot Training (ASPT) on takeoff, straight-in approach and land, and touch-and-go. The control group received standard syllabus instruction (that is, no ASPT). Transfer to the aircraft was assisted by instructor pilots on two aircraft sorties performed during daylight conditions. Results of the study indicated that (1) student performance improved significantly on the takeoff, full stop straight-in, and the takeoff portion of the touch-and-go; (2) there were no differences between the day and night groups as assessed by instructor pilot performance ratings; and (3) there was no tendency for performance to be differentially influenced by the differences in day and night scenes. (Author/LLS)

As part of a multiphase study on male and female student attitudes towards Air Force technical training and the relationship between those attitudes and student performance, the 121-item Technical Training Student Survey (TTSS) was administered to 12,666 technical training students. The attitudes of students from high attrition courses were compared to the attitudes of students from low attrition courses to identify those attitudes related to course attrition rate and to compare attitudes related to student performance at different levels of student attrition. Many similarities were found, but differences suggested the importance of motivational factors. Male and female attitudes towards the training experience were found to differ in several areas. While some differences referred to specific aspects of training, most appeared to be reflecting the differences in attitudes between a group with experience in a particular environment (men) versus those of a group entering a relatively new experience (women). The attitudes related to performance for men and women were found to be very similar with some indications that women were having greater difficulty with some aspects of the academic work. These findings and the application of this methodology to other subsets of the existing data base are discussed. The TTSS is appended. (Author/MH)

Research developments in learning theory over the past fifty years have led to principles of behavior which have been shown in innumerable applied settings to be valuable in analyzing and modifying human behavior. When applied to flying training using simulators, these principles suggest that a significant contribution could be made in improving the way in which instructor pilots teach new students via more effective use of simulator functions. In addition, flying skills could probably be acquired more readily if tasks were presented in a more systematic manner, taking the principles of learning into account. When the simulator is conceptualized as merely an inferior copy of an aircraft, its potential as a teaching device (perhaps superior to the actual plan, in this regard) is likely to be overlooked. Thus, a behavioral analysis of optimal conditions of learning would make a major contribution to both the design and use of current and future flight simulators. (This report describes the basic principles of behavior and attempts to relate them to the task of improving flying training.) (Author/BM)

A reimplementation of Computer assisted/managed instruction language (CAMIL) for qualitative and quantitative improvements in the software is presented. The reformatted language is described narratively, and major components of the system software are indicated and discussed. Authoring aids and imbedded support facilities are also described, and key CAMIL programs used in the development are discussed. The resulting system offers a method for future improvement of the Air Force Advanced Instructional System (AIS) computer support system without expenditure of additional funds for computer support. (Author)

To investigate operating characteristics of performance factors and the evaluation of potential ratings for new officers, an analysis of controlled effectiveness for 9,230 lieutenant colonels was performed. The study was done to determine whether performance factor variance was so restricted that the performance factors would not provide useful information in the rating process. Also of interest was the extent to which performance factor ratings relate to evaluation of potential ratings and whether any factor could be eliminated from the system due to its insignificant contribution. Results show each of ten performance factors has a mean rating of over 4.4 on a 5-point scale. Over sixty-three percent of the ratings are in the well-above-standard block and twenty-three percent are in the above-standard block. Deletion of no single performance factor from the rating system can be justified because of insufficient variance. Performance factors intercorrelated moderately among themselves. An optimally weighted sum of combined ratings account for forty-five percent of variance in evaluation of potential ratings. No single factor made a significant independent contribution to the prediction level. It appears that raters could provide evaluation of potential ratings of the same quality if one or a small subset of performance factors were deleted from the system. (Author/CSS)

This report reviews the literature as it relates to the use of platform motion systems in flight simulators for flying training. Motion is discussed in terms of its effect on compensatory, pursuit, and precognitive tasks, within both the simulator and transfer contexts. Although both skilled and unskilled behaviors are addressed, the former are emphasized. The report concludes that for most tasks, platform motion is not required to produce rapid, efficient, economical training and that other, less expensive means of imparting motion information are equally viable alternatives. The following are recommended: (1) Whenever feasible and affordable, simulator systems should be equipped with the largest field-of-view visual system that is consistent with mission requirements, and (2) simulators that do not include a platform motion system can be safely procured for most aircraft without compromising training effectiveness. (Author)

A transfer-of-training design was used to evaluate the contributions of simulator training with synergistic six-degrees-of-freedom platform motion to aerobatic skills acquisition in the novice pilot. Thirty-six undergraduate pilot trainees were randomly assigned to one of three treatment groups: motion, no-motion, and control. Those in the control group received standard preflight/flightline instructions. Experimental subjects received five sorties in the advanced simulator for pilot training (ASPT), covering instruction on basic and advanced aerobatic tasks. All students received a fixed number of repetitions per task. Student performance in ASPT was evaluated periodically throughout pretraining using instructor pilot (IP) ratings for overall task performance and of special data cards. Airborne performance was evaluated by the flightline instructor pilot using the same data card format used during the ASPT phase. Findings were (1) using IP ratings, no differences in motion and no-motion groups' performance emerged, (2) using special data cards, no consistent differences emerged between motion and no-motion groups, (3) significant learning occurred during simulator training for both groups, (4) experimental groups performed significantly better in the T-37 than did the control group, and (5) no significant differences emerged in T-37 performance between motion and no-motion groups. (Author/CSS)

The cooperative Navy/Air Force project described is aimed at the problem of image-flutter encountered when visual displays that present computer generated images are used for the simulation of certain flying situations. Two experiments are described which extend laboratory work on delay compensation schemes to the simulation of formation flight in the research device, Advanced Simulation for Pilot Training (ASPT). Both studies were geared to determining break-points for low-pass filters that would allow adequate flying control performance and provide an acceptable display. One experiment represented a factorial combination of settings of the display filters and the non-visual cues of aircraft motion provided by the g-seat and motion platform, and the second represented a simple comparison of filter settings. Both studies indicated that, at least for formation flight, there is a range of filter settings which will not adversely affect flight control and will adequately suppress visual flutter. This range represents half-power settings for the filters of three-fourths to one Hertz. (Author/CMV)